Developmental dyslexia and creativity: A meta-analysis

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2021-02-14 DOI:10.1002/dys.1677
Nadyanna M. Majeed, Andree Hartanto, Jacinth J. X. Tan
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引用次数: 11

Abstract

Despite difficulties in reading and writing, some research suggests that dyslexia may be related to higher levels of creativity. However, this pattern is not consistently observed. The current research sought to ascertain whether individuals with clinically diagnosed dyslexia exhibit higher creativity than controls through a meta-analysis. Fourteen studies that assessed the creativity of 397 individuals with clinically diagnosed dyslexia and 453 controls were reviewed. Random-effects meta-analysis revealed an overall non-significant difference in creativity scores between those with dyslexia and controls. Additionally, method factors such as the type of creativity task and whether intelligence was controlled for, as well as sample-related factors such as gender, did not explain differences in the dyslexia–creativity relationship. Nonetheless, individuals with dyslexia significantly outperformed controls in creativity scores in adult samples, but not in younger child/adolescent samples. Overall, the current findings provide limited support for the idea that individuals with dyslexia are more creative, and that past evidence of this relationship may be limited to adult samples.

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发展性阅读障碍与创造力:一项元分析
尽管阅读和写作有困难,但一些研究表明,阅读障碍可能与更高水平的创造力有关。然而,这种模式并不总是被观察到。目前的研究试图通过荟萃分析确定临床诊断为阅读障碍的个体是否比对照组表现出更高的创造力。14项研究评估了397名临床诊断为阅读障碍的个体和453名对照者的创造力。随机效应荟萃分析显示,失读症患者和对照组的创造力得分总体上没有显著差异。此外,方法因素,如创造性任务的类型和智力是否被控制,以及样本相关因素,如性别,都不能解释阅读障碍与创造力关系的差异。尽管如此,在成人样本中,有阅读障碍的个体在创造力得分上明显优于对照组,但在年幼的儿童/青少年样本中则不然。总的来说,目前的研究结果为有阅读障碍的人更有创造力的观点提供了有限的支持,而且过去这种关系的证据可能仅限于成人样本。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
期刊最新文献
Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia Subjective visual vertical/horizontal and video head impulse test in dyslexic children Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy The perceptual span in dyslexic reading and visual search
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